This research sought to identify reasons why the study of science was being rejected by girls and Polynesian students. From eight schools chosen to give a representative coverage of ethnic grouping (Maori, European, Pacific Island) and type (single sex, coed, rural, urban, primary, intermediate, secondary), 20 Form 1 to 4 classes were administered five cognitive measures and a science questionnaire (included in an appendix). In addition, 26 students and their parents were interviewed separately. Results indicate significant differences between sexes, European and Maori students, and European and Pacific Island students. Student responses during interviews tended to focus primarily on attitudes toward subjects (like/dislike) or their perceived value (important/unimportant). Typical parental responses are presented under the following categories: function of school; importance of school subjects; nature of science; necessity of science knowledge in the everyday world; who studies science; sex differences and science; and ethnic differences and science. Parental attitudes and sex/ethnic factors noted indicate that teachers need to: (1) explore, challenge, modify, and extend students' beliefs about science; (2) identify students' perceptions of other people's views; and (3) develop parents' outlooks on science beyond those which they themselves have developed in school. (JN)